This study examines the effect on students’ empathy of using group music activities based on composition and improvisation strategies. The research was carried out over a 9-month period using a pre–posttest control group quasi-experimental design. Sixty-three students took part in the study: 32 in the experimental group and 31 in the control group. The Interpersonal Reactivity Index scale was used to provide a multidimensional approach to measure empathy. The scale’s cognitive components, perspective taking and fantasy, and its emotional components, empathic concern and personal distress, were adopted in the study. The research design used was quasi-experimental, as it was not possible to randomize the sample. Results show significant differences in empathy and cooperation skills between secondary students after implementing the music composition and improvisation activities in the experimental group. These students enhanced their ability to break with routine and place themselves in an imaginary situation that they associated with their musical creations. Moreover, helping them to understand others through the translation of personal emotions and moods into musical sequences contributed to the development of consideration of others’ viewpoints and helped to reduce confrontation in the classroom. This way, musical activities in groups based on creative strategies had potential to improve students’ empathy.

中文翻译：

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团体音乐教育培养同理心的潜力：一项实证研究

本研究探讨了基于作曲和即兴创作策略的团体音乐活动对学生同理心的影响。该研究采用前后测试对照组准实验设计，历时 9 个月进行。63 名学生参与了这项研究：实验组 32 名，对照组 31 名。人际反应指数量表用于提供多维方法来衡量同理心。研究采用了该量表的认知成分、换位思考和幻想，以及情感成分、移情关注和个人痛苦。所使用的研究设计是准实验性的，因为不可能对样本进行随机化。结果显示，实验组中学生进行音乐创作和即兴创作活动后，同理心和合作能力存在显着差异。这些学生增强了打破常规的能力，并将自己置于与音乐创作相关的想象情境中。此外，通过将个人情感和情绪转化为音乐序列来帮助他们理解他人，有助于培养对他人观点的考虑，并有助于减少课堂上的对抗。这样，基于创造性策略的小组音乐活动就有可能提高学生的同理心。